RSP 모형을 적용한 ‘생활과 기술’ 단원 중심 발명교육 프로그램이 창의성에 미치는 효과

Abstract

This study was intended to analyze the ‘Life and Technology’ unit in the practical course of the 2009 revised national curriculum and then developed and applied an invention education program applying the RSP (Reverse Science from Product) model and examined students’ changes in creativity, satisfaction with the program, and its effects on invention learning. For the research, one fifth-grade class at Seoul D Elementary School was selected and the program was applied. To analyze the results, the researcher used the TTCT sheet and performed pre- and post single group comparison to see the changes of their creativity and also conducted a survey on their program satisfaction and its effects on invention learning. The results can be summed up as below: First, by analyzing the ‘Life and Technology’ unit in the practical course of the 2009 revised curriculum, an invention education program with 12 sessions using an RSP model was developed. Second, after the invention education program was applied, students’ creativity did improve. According to the results of TTCT sheet, among creativity factors, the fluency score changed from 19.14 to 24.68 (t=4.419, significant probability 0.000), the originality score changed from 7.56 to 10.50 (t=4.197, significant probability 0.000), and the elaboration score changed from 4.90 to 5.68 (t=2.854, significant probability 0.009); thus, all the three factors did increase significantly. Third, the program applying the RSP model influenced students’ recognition on and attitude to invention positively. Over 90% of the students answered that they could understand the necessity and methods of invention after the invention education activities and came to think that invention was something familiar to them. Fourth, the program applying the RSP model was found to be effective for invention education. Students answered that this program did help them to produce invention ideas and it was easy to produce ideas thanks to the program and showed confidence about invention. According to the results of developing and applying the invention education program applying the RSP model, students’ creativity was improved, and their recognition on and attitude to invention changed. From now on, it will be needed to keep providing them with invention education activities connected with subject education. Lastly, we suggest that it will be necessary to perform follow-up research about invention education programs applicable to various subjects by introducing the subject group system under the 2009 revised curriculum or strengthening convergent education to cultivate persons of ability.